Guided Engineering Apprenticeship in Research (GEAR) Impact Report: 2019-2022

Guided Engineering Apprenticeship in Research Program Impact Report 2019-2022

Table of Contents Content Contributors: Lisa Trahan, Dean Rockwell Design: Kaitlyn Wong, BS Mechanical Engineering '23

Executive Summary Background Program Structure Cohort Distributions Participating Labs Assessment Impacts

1 2 2 4 10 12 13

EXECUTIVE SUMMARY

What is GEAR?

GEAR, otherwise known as Guided Engineering Apprenticeship in Research, is a year-long program in which 2nd year undergraduate students are able to work with a teammate on a research project within a Jacobs School of Engineering faculty research lab.

Key Figures SE 10%

Figure 1: Engineering department distribution for GEAR participants in 2021-2022

BENG 33%

NANO 14%

MAE 24%

Before

After

2

3

2019-2020*

ECE 19%

2020-2021*

2021-2022* 0

1

4

5

Figure 2: Students were surveyed before and after the program on whether they felt that they understood research methods and practices.

1

PROGRAM OVERVIEW

Background Coordinated by the IDEA Engineering Student Center, GEAR is a yearlong research apprenticeship program for undergraduate students in the Jacobs School of Engineering at UC San Diego. GEAR aims to provide a scaffolded research experience to support the development of early undergraduates’ research self-efficacy, engineering identity, and sense of belonging and inclusion within the field. GEAR was launched during the 2019-2020 academic year, with a new cohort accepted each year. The program is based on the UC San Diego Computer Science and Engineering Early Research Scholars Program (CSE ERSP) and was launched to extend a similar opportunity to engineering students in the Jacobs School of Engineering’s five other departments.

Program Structure Each team of two GEAR participants engages in a Jacobs School of Engineering faculty research lab for the full academic year. During the year, participants engage in: ENG 20 "Introduction to Engineering Research": All GEAR participants take this 2-credit course in Fall quarter to get an orientation to engineering research and write a proposal for the research project that they will begin conducting in Winter quarter.

Research Lab Experience & Mentorship: Research teams receive research direction and mentorship from faculty, graduate students, and/or post docs in their lab placement throughout the year.

2

PROGRAM OVERVIEW

Program Structure Participant programs, continued: Supplemental Mentorship: A GEAR Central Graduate Student Mentor provides participants with additional support and guidance throughout the year as needed, related to general advice, career interests, teamwork, etc.

Workshops & Socials: The GEAR Central Mentor provides workshops on select topics to support participant research skills and connection with their peers in Winter and Spring quarters.

Poster Presentation: Research teams create a research poster to showcase their work in the Spring quarter.

The first two years of GEAR were conducted partially (2019-2020) or fully remotely (2020-2021) due to the pandemic. The third year of the GEAR program (2021-2022) was conducted fully in-person and featured an inperson, joint Undergraduate Engineering Research Symposium with the CSE Early Research Scholars Program at the end of Spring quarter.

3

PROGRAM OVERVIEW

Cohort Descriptions Background 76 undergraduates participated in the first three years of the program, with 30 in AY 19-20, 25 in AY 20-21, and 21 in AY 21-22.

There is a noticeable decrease during COVID, but is current growing with the newest cohort of the program expanding significantly to 39 participants in AY 22-23. Participants come from five engineering departments, Bioengineering, Electrical and Computer Engineering, Mechanical and Aerospace Engineering, Nanoengineering, and Structural Engineering. Students in the Computer Science and Engineering Department are served by CSE ERSP. The majority of GEAR participants are second year, first time students. Up to 20% are transfer students or students in their third year. The GEAR program is structured to provide support to welcome undergraduates into engineering research, build their research self-efficacy, and build a sense of belonging in the field. GEAR provides this experience for a diverse group of participants, including 60%+ first generation, 70%+ Pell Grant eligible, 43%+ women, 20%+ Black/Latinx/Native American students.

4

PARTICIPANTS

Cohort Descriptions Size of Cohorts

40

2019-2020: 30 students 2020-2021: 25 students 2021-2022: 21 students 2022-2023: 39 students

30 20

Major Distribution by Year BENG 10%

SE 13%

NANO 17%

10 0

2019 - 20 2020 - 21 2021 - 22 2022 - 23

Figure 3: Size of cohort by year

ECE 20%

Figure 4a

SE 8%

2019-20 NANO 20% MAE 40%

Figure 4b

SE 10%

2020-21 ECE 16%

BENG 33%

NANO 14%

MAE 32%

Figure 4c

2021-22 MAE 24%

BENG 24%

ECE 19%

Figures 4a-c: Distribution of engineering department by year 5

PARTICIPANTS

Cohort Descriptions Year in Undergraduate Career 2nd Year

3rd Year

2019 - 2020

3rd year

2nd year

2020 - 2021 2021 - 2022 0%

25%

50%

75%

100%

Figure 5: Distribution of class years by year of program

First-Time Student vs. Transfer Student % First-time student

Transfer student

25%

75%

2019 - 2020 2020 - 2021 2021 - 2022 0%

50%

100%

Figure 6: Distribution of transfer student vs. first-time student participants by year of program 6

DEMOGRAPHICS

Cohort Descriptions Demographics of Participants

First-Generation Female

Pell Grant Eligible URM

100

75

50

25

0

2019-2020

2020-2021

2021-2022

Figure 7: Distribution of student demographics by year of program, covering students who are First-Generation, Pell Grant Eligible, Female, and an Underrepresented Minority (URM).

7

DEMOGRAPHICS FOR 2021-2022

Cohort Descriptions Demographics at a Glance for the 2021-2022 Cohort

71% of the cohort identified as First Generation.

2021-2022

2020-2021

2019-2020

86% of the cohort was Pell Grant eligible, in contrast to 100% in during 2020-2021 and 70% in 2019-20.

48% of the participants identified as female, a decrease from the previous year's 56%.

38%

38% of the participants were an underrepresented minority (URM), an increase from last year's 20%.

8

LABS

Cohort Descriptions Lab Participation # of Participating Labs

20 15 10 5 0

2019 - 2020

2020 - 2021

2021 - 2022

2022 - 2023

Figure 8: Count of participating labs by year of program

About More than a dozen Jacobs School of Engineering faculty labs participate in GEAR each year. Labs host a pair of GEAR participants and provide mentorship from the PI and an assigned mentor, usually a graduate student or occasionally a postdoctoral researcher. Below are the labs who participated in the first three years of the program. An impressive 19 labs are also participating in AY 22-23 to support the larger cohort of participants.

9

OVERVIEW

Participating Labs

Lab and Principal Investigator (PI) Names

2019-2020: Adaptive Computing and Embedded Systems Lab (PI Farinaz Koushanfar), Advanced Material Processing and Synthesis (AMPS) Lab (PI Javier Garay), Banadrau Group (PI Prabhakar R. Bandaru), Caltrans Seismic Response Modification Device (SRMD) Laboratory (PI Gilberto Mosqueda), Flexible Printed Electronics (PI Tse Nga (Tina) Ng), Gravish Lab (PI Nick Gravish), Laboratory for Sustainable Materials and Energy (PI Zheng Chen), LargeScale Design optimization: The Bioinspired Robotics and Design Lab (PI Michael T. Tolley), Liu Research Group - Electrochemical Materials Science (PI Ping Liu), Morimoto Lab (PI Tania Morimoto), Nanoscale Materials and Cell Engineering Lab (PI Nisarag J. Shah), Statistical Visual Computing Lab (PI Nuno Vasconcelos), Structural Components Lab (PI Pui-Shum (Benson) Shing), Translational Neuroengineering Lab (PI Vikash Gilja), Zengler Lab (PI Karsten Zengler)

10

LAB NAMES & PRINCIPAL INVESTIGATORS

Participating Labs

Lab and Principal Investigator (PI) Names, cont'd...

2020-2021: Chen Group - Thermal Energy Materials and Physics (TEMP) Laboratory (PI Renkun Chen), Chen Lab (PI Yi Chen), Existential Robotics Lab (ERL) (PI Nikolay Atanasov), Gravish Lab (PI Nick Gravish), Integrated Electronics and Biointerfaces Laboratory (PI Shadi Dayeh), Laboratory for Sustainable Materials and Energy (PI Zheng Chen), Large-Scale Design Optimization Lab (PI John Hwang), Liu Research Group Electrochemical Materials Science (PI Ping Liu), Luo Group (PI Jian Luo), Neuromuscular Bioengineering Lab (PI Sameer Shah), Structural Components Lab (PI Pui-Shum (Benson) Shing), Zengler Lab (PI Karsten Zengler)

2021-2022: Chen Group - Thermal Energy Materials and Physics (TEMP) Laboratory (PI Renkun Chen), Existential Robotics Lab (ERL) (PI Nikolay Atanasov), Gravish Lab (PI Nick Gravish), Large-Scale Design Optimization Lab (PI John Hwang), Luo Group (PI Jian Luo), Morimoto Lab (PI Tania Morimoto), Nanoscale Integration Lab (PI Oscar Vazquez-Mena), Neuromuscular Bioengineering Lab (PI Sameer Shah), Seismic Response Modification Device (SRMD) Laboratory (PI Gilberto Mosqueda), Spatiotemporal Machine Learning Lab (PI Rose Yu), UCSD Simulation Training Center (PI Preetham Suresh), Zengler Lab (PI Karsten Zengler)

11

Assessment Assessment of the GEAR program includes a pre- and a post- survey, administered via Qualtrics. The presurvey is administered at the start of the Fall quarter and the post-survey is administered at the end of the Spring quarter. The survey includes attitude items on research selfefficacy, sense of belonging, engineering identity, and career aspirations. Additionally, the surveys also contain a research skills selfassessment rubric to track participants’ growth in particular skill areas.

I used to think that only top tier scientists did research and other graduates were just helping with small parts of it. But now I realized if research is just solving a problem that exists in a structured scientific way, then

anybody can be a researcher.

– GEAR Participant, 2019-2020 Cohort

12

GAINED RESEARCH KNOWLEDGE AND SKILLS

Impacts

Each year, GEAR participants reported a statistically significant increase in their understanding of research methods and practices after participating in the program. During the 2019-2020 pilot year, participants were asked to complete a skills self-assessment rubric each quarter. Their responses showed that they gained research knowledge and skills each quarter in ways that aligned with the program structure.

Analysis of the 2020-2021 and 2021-2022 pre/post skills selfassessments show that participants made statistically significant gains in each of these skill areas except “Work cooperatively with others,” which was rated highly both pre- and post-GEAR.

Before

After

2

3

2019-2020*

2020-2021*

2021-2022* 0

1

4

5

Figure 2: Students were surveyed before and after the program on whether they felt that they understood research methods and practices. *Significant difference (Related-Samples Wilcoxon Signed Rank Test, p<0.05)

13

PROGRAM SUMMARY

Impacts

Below is a summary of the skills that pilot year participants reported gaining most during each quarter of the program:

Fall Quarter: ENG 20 During Fall Quarter, through the ENG 20: Introduction to Engineering Research course, participants gained the most in: Explaining how their project contributes to existing knowledge Identifying and using a range of sources Producing written descriptions of their research

Winter Quarter: Conduct Research During Winter Quarter, while conducting their projects, participants gained the most in: Communicating about their research area and discussing concepts in a scholarly way Demonstrating an in-depth knowledge and understanding of research techniques and their application Using feedback and constructive criticism effectively for selfunderstanding and personal/professional growth

Spring Quarter: Analyze & Present Research During Spring Quarter, while creating their posters, participants gained the most in: Analyzing and evaluating research results Producing written descriptions of their research Monitoring progress towards goals and managing task plans to achieve them

14

INCREASED CONFIDENCE IN FUTURES WITHIN ENGINEERING

Impacts

Each year, students were asked about how their research experience impacted their vision of their future in engineering. Participants regularly described how they gained clarity in their research interests and the impact this would have on their future plans. Sometimes this clarity came in the form of pursuing research within industry. Other times, it motivated them to be resilient when it comes to research, especially now that they understand the process. Finally, the GEAR program also led to an increase in the number of students planning to attain advanced degrees.

On average, 56% of participants planned to pursue graduate studies at the start of the program and 69% planned to pursue graduate studies after participating in GEAR.

56%

69%

Figure 10: Students were surveyed before and after the program on whether they wanted to pursue graduate studies. By the end of the program, the proportion of students seeking graduate studies after their undergraduate career increased by 13 percentage points.

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BELGONGING AND FOUNDATIONS

Impacts

Improved Sense of Belonging The 2019-2020 pilot year and subsequent 2020-2021 year were partially and fully virtual, respectively, which appeared to have limited students’ sense of belonging as it did not significantly increase between the preand post- surveys. In 2021-2022, however, there were significant improvements to students’ sense of belonging and community.

Participants in the post-survey indicated significant improvement for the item “I feel like I belong in the engineering field” and “I feel a sense of community in my department,” which are positive signs for the program moving forward.

Successful Research Foundations The GEAR Program has been rigorously assessed during its initial 3 years of operation. The results of this assessment have been positive, showing that the program has led to increased understanding of research methods and practices, gains in key skills for engineering and increased confidence and clarity on research, industry and future education. When the program was fully in-person in 2021-2022, students reported an improved sense of belonging in the engineering field. These early results show promise for continued impact on undergraduate researchers.

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FUTURE EFFORTS

Impacts Extending Impact through GEAR-to-Career To deepen the research skills GEAR participants have learned and further their professional preparation, we plan to expand the “GEAR to Career” pipeline with support and mentorship by corporate partners. First, summer research scholarships will fund students’ time to continue doing research in a UC San Diego lab the summer after GEAR. Then, students will benefit from internship networking opportunities with corporate partners.

Sponsors of summer research scholarships include Lawrence Livermore National Laboratory and General Atomics. General Atomics will also partner to provide mentorship to summer research scholars and internship networking opportunities for GEAR participants. We look forward to growing this new initiative with support from additional corporate partners.

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IDEA Engineering Student Center UC San Diego Jacobs Hall (EBU-1) Phone: (858) 534-6105 E-mail: idea@ucsd.edu Website: jacobsschol.ucsd.edu/idea

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